50% employers are worried about literacy and numeracy but 70% are more worried about a lack of emotional intelligence Character building is more cost effective than exam passes. Rising inequality is a signal of this problem. Society is becoming polarized by education. -Prof. Heckman ‘Spoonfed students can’t cope with degrees.’ Telegraph In an uncertain world we need flexible learning skills ‘UK schools stuck at the back of the class.’ Sunday Times Addicted to praise – wafer thin confidence - Dweck More suicides, more depression, more self harm ‘Affluenza ’ - Oliver James © Jackie Beere Associates The illiterate of the 21st century are those who cannot learn how to learn

‘We cannot underestimate the power and influence of a great teacher in the life of a child.’ Jackie Beere AST, former Headteacher, School Improvement Partner, author, trainer. Jackie Beere AST, former Headteacher, School Improvement Partner, author, trainer. Emotionally intelligent learners GROWTH MINDSET TEACHERS and leaders who make it happen Typically ‘outstanding’ schools have… governor

Check yourself out What is your default setting? METACOGNITION Thinking on purpose – you can change Energy Open-minded Brave © Jackie Beere Associates What is the default setting of your school? Mood 1 10

A recent report by the Children’s Society (2015) found that English children rated themselves 14 th out of 15 countries for overall life satisfaction and were lowest for self-confidence out of the 15 countries. The report also went on to say (p.62) that ‘The findings indicate that children in England fare particularly poorly in terms of their feelings and perception of themselves and also their feelings about their life at school.’ See: good-childhood-report-2015 We have a problem…..

: Personal development, behaviour and welfare: Pupils are confident, self-assured learners. Pupils understand how their education equips them with the behaviours and attitudes necessary for success in their next stage of education, training or employment and for their adult life. Are expectations and aspirations high? Are pupils working independently? Are they self-reliant – do they make the most of the choices they are given or do they find it difficult to make choices? Can the pupils articulate their knowledge and understanding? To what extent do pupils take responsibility for their own learning and act on feedback? How well do pupils collaborate with others? In ‘typical’ lessons pupils should show the above When observing lessons, inspectors may find the following prompts helpful: Character education

Departmental advice: Mental health and behaviour in schools for school staff March 2016 Key points In order to help their pupils succeed, schools have a role to play in supporting them to be resilient and mentally healthy There are things that schools can do to intervene early and strengthen resilience before serious mental health problems occur. a.for all their pupils, b.for those showing early signs of problems and for families exposed to several risks Resources are available to help school staff support good mental health and emotional wellbeing. The PSHE Association has produced guidance and lesson plans to support the delivery of effective teaching on mental health issues. Where severe problems occur schools should expect the child to get support elsewhere as well including from counsellors, medical professionals, CAMHS, voluntary organisations and local GPs Create a culture that strengthens resilience

Typically ‘outstanding’ schools focus relentlessly on developing outstanding learners (and teachers) willing to change and grow Resilience is being able ( and willing to ) change and grow by learning from mistakes and challenges

What are the habits of good learners? © Jackie Beere Associates Think of a child who you knew from first meeting would make outstanding progress in their learning – NO MATTER WHAT THEIR STARTING POINT. What do they do? / What are their habits? / What are their beliefs? What % of your teachers have these habits - as their default setting? What % of your pupils have these habits? What do your pupils think are good habits for learning? Curiosity Resilience Flexibility Seek and use feedback Risk taking Communication skills Making connections BELIEVE LEARNING AND PROGRESS CAN AND WILL HAPPEN Governors

How do you see it? Success and failure are a perception You will always prove yourself right Are you a success? Growth Mindset means you can reframe the world and adjust the picture so that change/growth is possible

Mr Men mindsets Fixed mindset Growth mindset Intelligence is a given Intelligence can grow Leads to a desire to want to look smart and therefore develops a tendency to: Leads to a desire to want to learn and therefore develops a tendency to: Avoid challenges as can’t risk failing Embrace challenges willingly Can get defensive or give up too easily Persist in the face of setbacks See effort as fruitless or sign of weakness See effort as the path to mastery Ignore useful negative feedbackLearn from criticism and welcome the feedback. Feel threatened by the success of others, leading to fragile self confidence and relentless perfectionism Find lessons and inspiration in the success of others As a result, may plateau early and not achieve potential As a result, can reach ever higher levels of achievement. Carol Dweck © Jackie Beere Associates

DEMOS report – Mind over Matter, “From attainment to wellbeing, the power of mindset could be transformative…” Growth Mindset development in schools is making a positive impact on wellbeing and results… social-heal/implications-of-the-/

Teachers with a growth mindset ERODE differences in ability… Fixed mindset teachers’ beliefs: ‘if I know their ability levels, I can predict their outcomes..’ ‘I have no real influence on a student’s intellectual ability…’ At end of the year achievement was as expected for high and low groups. Fixed mindset teaching limits achievement by limiting beliefs. Growth mindset teachers believed they could improve attainment and had a huge range of learning strategies they used to erode group differences and create a culture of allies rather than judges in the classroom.

MINDSETS are fed and nurtured through beliefs Consider the beliefs that will create a growth mindset in your school – staff and students It’s what we do round here….

Attitudes, behaviours, outcomes Mood, habits, mindsets, skills Thoughts and ideas Beliefs and values © Jackie Beere Associates Visible Invisible Learning is the key Change is possible Brains can and do grow Helping others helps me Aspiration, resilience, risk-taking, communication skills, self management, flexibility SUCCESSFUL LEARNER ‘Academic buoyancy’ I got that wrong but I learnt a lot I’m not good at maths…YET When I work with different people I learn something new If it’s hard it must be growing my brain

Growth mindset schools: Classroom teaching celebrates the struggles, processes and strategies inherent in learning. Educational research is valued and pursued within school. Staff model the growth mindset by being outstanding learners themselves and share this attitude with their classes. There is a valued programme of personal development and understanding of neuroscience The feedback given to students focuses on effort and progress, helping children take the next steps to learning themselves. Students are rewarded for their effort as well as their attainment. Students are challenged to stretch their own comfort zones academically, physically and personally, to promote resilience, confidence and flexibility. There is a full and engaging extra- curricular programme. School music, drama and dance productions are encouraged for all children. The curriculum involves student-led projects, presentations to other children and real world experiences in addition to examination courses. Communication skills are at the heart of school improvement with regular communication skills challenges.

Growing teachers Growth Mindset culture Lesson Observation for staff development Peer coaching Self evaluation Personalised CPD DEMOS ‘Mind over matter’ ‘A growth mindset should be a requirement for becoming a teacher’ Ruth Ibegbuna How is CPD making an impact on school improvement and resilient learning?

7 MINDSETS of best teachers Hattie/Dweck Self Evaluate Believe you can make a difference Learning about learning Expect more of your pupils Feedback is the breakfast of champions Language for learning Collaborate to grow Are you finding out about mindset in interview questions?

The vital role of the governor: Clarify values and vision are congruent with your mission to have happy, healthy learners Developing the culture for learning through prioritising learning at the heart of school improvement Is our focus on learning (not just data and outcomes)? Do our children love to learn? Are they good at responding to feedback? Are we promoting resilience in classroom teaching? Talk to children and staff and ask ‘What do you need to do to fit in around here?’

In the age of uncertainty… ‘It is not the strongest of the species that survive, nor the most intelligent, but the one most responsive to change.’ Charles Darwin Change is inevitable – get good at it!

KEEP – CHANGE - GROW In your vital role as school governor – what will you do? JOURNEY to ‘typically’ OUTSTANDING GROWTH MINDSET STAFF GROWTH MINDSET LEADERSHIP

Reading and resources Thanks for listening By Jackie Beere: The Perfect Ofsted Lesson The Perfect Teacher Coach The KS3 Learner’s Toolkit The Primary Learner’s Toolkit Mindset – Carol Dweck Visible learning – John Hattie Full on Learning – Zoe Elder Inspirational Teaching – Will Ryan